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You searched for subject:(Curriculum change South Africa). Showing records 1 – 30 of 66270 total matches.

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Nelson Mandela Metropolitan University

1. Hendricks, Winston Willie. The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers.

Degree: Faculty of Education, 2012, Nelson Mandela Metropolitan University

 The introduction of curriculum changes in mathematics has brought about challenges for both mathematics teachers and learners in South African schools. Apart from introducing new… (more)

Subjects/Keywords: Curriculum change  – South Africa; Education  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hendricks, W. W. (2012). The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1008589

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hendricks, Winston Willie. “The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed September 15, 2019. http://hdl.handle.net/10948/d1008589.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hendricks, Winston Willie. “The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers.” 2012. Web. 15 Sep 2019.

Vancouver:

Hendricks WW. The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/d1008589.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hendricks WW. The effect of collective efficacy on the introdution of a new curriculum by mathematics teachers. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1008589

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


North-West University

2. Kodisang, T A. Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang .

Degree: 2013, North-West University

 The study investigated the challenges faced by the teachers during the implementation of the National Curriculum Statement in secondary schools at Greater Delareyville Area Office.… (more)

Subjects/Keywords: Curriculum change; South Africa; Curriculum planning

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APA (6th Edition):

Kodisang, T. A. (2013). Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kodisang, T A. “Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang .” 2013. Thesis, North-West University. Accessed September 15, 2019. http://hdl.handle.net/10394/16155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kodisang, T A. “Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang .” 2013. Web. 15 Sep 2019.

Vancouver:

Kodisang TA. Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang . [Internet] [Thesis]. North-West University; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10394/16155.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kodisang TA. Investigating the challenges faced by teachers during the implementation of the National Curriculum Statement in Secondary Schools / T.A Kodisang . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/16155

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

3. Parsard, Nishana Beharie. Education Management Development in schools and districts that support reflexive.

Degree: 2012, University of Johannesburg

D.Ed.

South African education policy identities curriculum delivery as the core process in education and INSET, EMD (Education Management and Development) and enabling functions as… (more)

Subjects/Keywords: School management and organization - South Africa.; Curriculum planning - South Africa.; Curriculum change - South Africa.

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APA (6th Edition):

Parsard, N. B. (2012). Education Management Development in schools and districts that support reflexive. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5691

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Parsard, Nishana Beharie. “Education Management Development in schools and districts that support reflexive.” 2012. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/5691.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Parsard, Nishana Beharie. “Education Management Development in schools and districts that support reflexive.” 2012. Web. 15 Sep 2019.

Vancouver:

Parsard NB. Education Management Development in schools and districts that support reflexive. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/5691.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Parsard NB. Education Management Development in schools and districts that support reflexive. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5691

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Durban University of Technology

4. Moodley, Egashnee. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.

Degree: 2018, Durban University of Technology

Submitted in full requirement of Masters in Management Science in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2018.

South Africa’s tertiary… (more)

Subjects/Keywords: Education, Higher – Curricula – South Africa; Curriculum planning – South Africa; Curriculum change – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Moodley, E. (2018). The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Moodley, Egashnee. “The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.” 2018. Thesis, Durban University of Technology. Accessed September 15, 2019. http://hdl.handle.net/10321/3208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Moodley, Egashnee. “The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme.” 2018. Web. 15 Sep 2019.

Vancouver:

Moodley E. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10321/3208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moodley E. The development of a framework for the successful implementation of curriculum renewal : a case study of the office management and technology (OMT) programme. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

5. Lombard, Jeffrey J. Arts and culture teachers' experiences of and responses to curriculum change.

Degree: PhD, Curriculum Studies, 2012, Stellenbosch University

ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic… (more)

Subjects/Keywords: Education; Dissertations  – Education; Curriculum change  – South Africa; Educational change  – South Africa; Teacher participation in curriculum planning  – South Africa; Curriculum Studies

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lombard, J. J. (2012). Arts and culture teachers' experiences of and responses to curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/71700

Chicago Manual of Style (16th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Doctoral Dissertation, Stellenbosch University. Accessed September 15, 2019. http://hdl.handle.net/10019.1/71700.

MLA Handbook (7th Edition):

Lombard, Jeffrey J. “Arts and culture teachers' experiences of and responses to curriculum change.” 2012. Web. 15 Sep 2019.

Vancouver:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10019.1/71700.

Council of Science Editors:

Lombard JJ. Arts and culture teachers' experiences of and responses to curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2012. Available from: http://hdl.handle.net/10019.1/71700


Rhodes University

6. Nakaonga, Ruth. Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

South Africa has experienced three significant curriculum reforms since 1994. The first of these replaced the ‘apartheid’ curriculum with C2005 based largely on Outcomes Based… (more)

Subjects/Keywords: Curriculum change  – South Africa; Educational change  – South Africa; Education, Primary  – South Africa; Teachers  – South Africa  – Attitudes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Nakaonga, R. (2014). Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1015648

Chicago Manual of Style (16th Edition):

Nakaonga, Ruth. “Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools.” 2014. Masters Thesis, Rhodes University. Accessed September 15, 2019. http://hdl.handle.net/10962/d1015648.

MLA Handbook (7th Edition):

Nakaonga, Ruth. “Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools.” 2014. Web. 15 Sep 2019.

Vancouver:

Nakaonga R. Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10962/d1015648.

Council of Science Editors:

Nakaonga R. Foundation Phase teachers’ responses to curriculum change in South Africa over the past two decades: a case study of two schools. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1015648


Durban University of Technology

7. De Jager, Maria Louisa Elizabeth. Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal.

Degree: 2012, Durban University of Technology

Submitted in fulfillment of the requirement of the Degree of Magister of Technology: Language Practice, Durban University of Technology, 2012.

Outcomes-based education compelled South African… (more)

Subjects/Keywords: Technology – Study and teaching – South Africa; Curriculum change – South Africa; Competency-based education – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

De Jager, M. L. E. (2012). Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

De Jager, Maria Louisa Elizabeth. “Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal.” 2012. Thesis, Durban University of Technology. Accessed September 15, 2019. http://hdl.handle.net/10321/755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

De Jager, Maria Louisa Elizabeth. “Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal.” 2012. Web. 15 Sep 2019.

Vancouver:

De Jager MLE. Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal. [Internet] [Thesis]. Durban University of Technology; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10321/755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

De Jager MLE. Teachers' understanding and implementation of the design process as it relates to teaching Technology Education in the intermediate and senior phases (Grades 4-9) in the General Education and Training Band in KwaZulu-Natal. [Thesis]. Durban University of Technology; 2012. Available from: http://hdl.handle.net/10321/755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

8. Du Plooy, Mariette-Louise. Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing.

Degree: 2015, University of Johannesburg

M.Ed.

Innovation is not a constraint In education which will disappear if it is ignored. innovation, and for the purposes of this study, curriculum innovation… (more)

Subjects/Keywords: Teacher participation in curriculum planning; Curriculum change - South Africa; Schools - South Africa - Curricula

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Du Plooy, M. (2015). Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/14559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Du Plooy, Mariette-Louise. “Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing.” 2015. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/14559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Du Plooy, Mariette-Louise. “Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing.” 2015. Web. 15 Sep 2019.

Vancouver:

Du Plooy M. Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing. [Internet] [Thesis]. University of Johannesburg; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/14559.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Du Plooy M. Besluitneming en inspraak deur onderwysers in kurrikulumvernuwing. [Thesis]. University of Johannesburg; 2015. Available from: http://hdl.handle.net/10210/14559

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

9. Terblanche, Tercia Elaine (du Plessis). Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.

Degree: PhD, Curriculum Studies, 2017, Stellenbosch University

 ENGLISH ABSTRACT : It seems imperative that the college curriculum, which is at the heart of the South African vocational education and training system, be… (more)

Subjects/Keywords: Technical education  – Curricula  – South Africa; UCTD; Curriculum change  – South Africa; Universities and colleges  – Curricula  – South Africa; Vocational education  – Curricula  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Terblanche, T. E. (. P. (2017). Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/102864

Chicago Manual of Style (16th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Doctoral Dissertation, Stellenbosch University. Accessed September 15, 2019. http://hdl.handle.net/10019.1/102864.

MLA Handbook (7th Edition):

Terblanche, Tercia Elaine (du Plessis). “Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change.” 2017. Web. 15 Sep 2019.

Vancouver:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Internet] [Doctoral dissertation]. Stellenbosch University; 2017. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10019.1/102864.

Council of Science Editors:

Terblanche TE(P. Technical and vocational education and training (TVET) colleges in South Africa: a framework for leading curriculum change. [Doctoral Dissertation]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/102864


University of Johannesburg

10. Rikhotso, Lawrence Mahlomule. The roles and limitations of district learning area specialists during curriculum improvement.

Degree: 2014, University of Johannesburg

M.Ed. (Education Management)

The implementation of Outcomes-Based Education in South Africa is not as it was envisaged. This was attributed to lack of necessary skills… (more)

Subjects/Keywords: School management and organization - South Africa; Competency based education - South Africa; Curriculum planning - South Africa; Educational change - South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rikhotso, L. M. (2014). The roles and limitations of district learning area specialists during curriculum improvement. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10189

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rikhotso, Lawrence Mahlomule. “The roles and limitations of district learning area specialists during curriculum improvement.” 2014. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/10189.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rikhotso, Lawrence Mahlomule. “The roles and limitations of district learning area specialists during curriculum improvement.” 2014. Web. 15 Sep 2019.

Vancouver:

Rikhotso LM. The roles and limitations of district learning area specialists during curriculum improvement. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/10189.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rikhotso LM. The roles and limitations of district learning area specialists during curriculum improvement. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10189

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

11. [No author]. Educational journeys of foundation phase teachers in the context of curriculum change.

Degree: 2016, University of KwaZulu-Natal

 This thesis presents an understanding of the experiences and negotiation of curriculum changes by Foundation Phase Teachers in three urban primary schools in Durban, KwaZulu-Natal.… (more)

Subjects/Keywords: Curriculum change  – South Africa  – Durban.; Teacher participation in curriculum planning  – South Africa  – Durban.; Preschool teachers  – South Africa  – Durban.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2016). Educational journeys of foundation phase teachers in the context of curriculum change. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Educational journeys of foundation phase teachers in the context of curriculum change. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/13756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Educational journeys of foundation phase teachers in the context of curriculum change. ” 2016. Web. 15 Sep 2019.

Vancouver:

author] [. Educational journeys of foundation phase teachers in the context of curriculum change. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/13756.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Educational journeys of foundation phase teachers in the context of curriculum change. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13756

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

12. Msane, Sikhumbuzo Goodenough. Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals.

Degree: MEd, Faculty of Education, 2009, Nelson Mandela Metropolitan University

 Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change(more)

Subjects/Keywords: Curriculum planning  – South Africa  – KwaZulu-Natal; Teacher participation in curriculum planning; Educational change  – South Africa  – KwaZulu-Natal; Education  – South Africa  – Curricula

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Msane, S. G. (2009). Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals. (Masters Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1133

Chicago Manual of Style (16th Edition):

Msane, Sikhumbuzo Goodenough. “Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals.” 2009. Masters Thesis, Nelson Mandela Metropolitan University. Accessed September 15, 2019. http://hdl.handle.net/10948/1133.

MLA Handbook (7th Edition):

Msane, Sikhumbuzo Goodenough. “Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals.” 2009. Web. 15 Sep 2019.

Vancouver:

Msane SG. Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals. [Internet] [Masters thesis]. Nelson Mandela Metropolitan University; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/1133.

Council of Science Editors:

Msane SG. Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals. [Masters Thesis]. Nelson Mandela Metropolitan University; 2009. Available from: http://hdl.handle.net/10948/1133


University of KwaZulu-Natal

13. [No author]. Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands.

Degree: Education, 2008, University of KwaZulu-Natal

 This research sought to investigate middle management‟s roles in implementing the new curriculum at grade 10 -12 levels; it involved a small qualitative study of… (more)

Subjects/Keywords: Educational change – Government policy – South Africa.; Curriculum change – South Africa.; School managment and organization – South Africa.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2008). Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/80

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. ” 2008. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/80.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. ” 2008. Web. 15 Sep 2019.

Vancouver:

author] [. Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/80.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Investigating middle management roles in implementing the new curriculum at Grade 10-12 level : a case of two schools in the KwaZulu-Natal Midlands. [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/80

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

14. Ngcoza, Kenneth Mlungisi. Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice.

Degree: Faculty of Education, Education, 2013, Rhodes University

 This study was conducted in Grahamstown in the Eastern Cape, South Mrica. Triggered by the demands of South Mrican post-apartheid curriculum transformation, the study focused… (more)

Subjects/Keywords: Curriculum change  – South Africa; Science  – Study and teaching (Secondary)  – South Africa  – Grahamstown; Science teachers  – In-service training  – South Africa  – Grahamstown; Educational change  – South Africa  – Grahamstown; Education  – South Africa  – Grahamstown

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APA (6th Edition):

Ngcoza, K. M. (2013). Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1008258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ngcoza, Kenneth Mlungisi. “Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice.” 2013. Thesis, Rhodes University. Accessed September 15, 2019. http://hdl.handle.net/10962/d1008258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ngcoza, Kenneth Mlungisi. “Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice.” 2013. Web. 15 Sep 2019.

Vancouver:

Ngcoza KM. Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10962/d1008258.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ngcoza KM. Science teachers' transformative and continuous professional development : a journey towards capacity-building and reflexive practice. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1008258

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

15. Greef, Samantha. National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University.

Degree: Faculty of Education, 2014, Nelson Mandela Metropolitan University

 During the last two decades, political change in South Africa has resulted in significant changes to higher education (HE) admission policies. Increased admission into South(more)

Subjects/Keywords: Universities and colleges  – South Africa  – Port Elizabeth  – Admission; Curriculum change  – South Africa  – Port Elizabeth; Education, Higher  – Curricula  – South Africa  – Port Elizabeth

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Greef, S. (2014). National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/3305

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Greef, Samantha. “National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University.” 2014. Thesis, Nelson Mandela Metropolitan University. Accessed September 15, 2019. http://hdl.handle.net/10948/3305.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Greef, Samantha. “National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University.” 2014. Web. 15 Sep 2019.

Vancouver:

Greef S. National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/3305.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greef S. National Diploma (Engineering : Electrical) extended programme students' perceptions of the benefits of academic development initiatives at the Nelson Mandela Metropolitan University. [Thesis]. Nelson Mandela Metropolitan University; 2014. Available from: http://hdl.handle.net/10948/3305

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

16. Gugushe, Tshepo Sipho. Perceptions of curriculum innovation among educators in South African dental schools - an explorative study.

Degree: Curriculum Studies, 2009, Stellenbosch University

Thesis (MPhil (Curriculum Studies)) – University of Stellenbosch, 2009.

Curriculum changes that have occurred in most South African dental schools have been influenced by several factors… (more)

Subjects/Keywords: Education; Dental schools  – Curricula  – South Africa; Dental schools  – Curricula change  – South Africa; Education, Higher  – Curriculum planning  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Gugushe, T. S. (2009). Perceptions of curriculum innovation among educators in South African dental schools - an explorative study. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gugushe, Tshepo Sipho. “Perceptions of curriculum innovation among educators in South African dental schools - an explorative study.” 2009. Thesis, Stellenbosch University. Accessed September 15, 2019. http://hdl.handle.net/10019.1/2047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gugushe, Tshepo Sipho. “Perceptions of curriculum innovation among educators in South African dental schools - an explorative study.” 2009. Web. 15 Sep 2019.

Vancouver:

Gugushe TS. Perceptions of curriculum innovation among educators in South African dental schools - an explorative study. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10019.1/2047.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gugushe TS. Perceptions of curriculum innovation among educators in South African dental schools - an explorative study. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/2047

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

17. Sedoaba, Collen. Educator attitudes towards the implementation of Curriculum 2005 in Katlehong high schools.

Degree: 2014, University of Johannesburg

M. Ed. (Educational Management)

The aim of this research study was to examine educator attitudes in the implementation of Curriculum 2005 at Katlehong Secondary Schools.… (more)

Subjects/Keywords: Competency based education - South Africa - Katlehong; Teachers - South Africa - Katlehong - Attitudes; Curriculum change - South Africa - Katlehong

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sedoaba, C. (2014). Educator attitudes towards the implementation of Curriculum 2005 in Katlehong high schools. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10726

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sedoaba, Collen. “Educator attitudes towards the implementation of Curriculum 2005 in Katlehong high schools.” 2014. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/10726.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sedoaba, Collen. “Educator attitudes towards the implementation of Curriculum 2005 in Katlehong high schools.” 2014. Web. 15 Sep 2019.

Vancouver:

Sedoaba C. Educator attitudes towards the implementation of Curriculum 2005 in Katlehong high schools. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/10726.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sedoaba C. Educator attitudes towards the implementation of Curriculum 2005 in Katlehong high schools. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10726

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

18. [No author]. An investigation into the implementation of Curriculum 2005 in the senior phase of a junior secondary school in the Lusikisiki district, Eastern Cape.

Degree: Education, 2007, University of KwaZulu-Natal

Subjects/Keywords: Curriculum change – South Africa.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2007). An investigation into the implementation of Curriculum 2005 in the senior phase of a junior secondary school in the Lusikisiki district, Eastern Cape. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/1380

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “An investigation into the implementation of Curriculum 2005 in the senior phase of a junior secondary school in the Lusikisiki district, Eastern Cape. ” 2007. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/1380.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “An investigation into the implementation of Curriculum 2005 in the senior phase of a junior secondary school in the Lusikisiki district, Eastern Cape. ” 2007. Web. 15 Sep 2019.

Vancouver:

author] [. An investigation into the implementation of Curriculum 2005 in the senior phase of a junior secondary school in the Lusikisiki district, Eastern Cape. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/1380.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. An investigation into the implementation of Curriculum 2005 in the senior phase of a junior secondary school in the Lusikisiki district, Eastern Cape. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/1380

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

19. [No author]. An exploration of how curriculum changes affect the emotions of life sciences teachers.

Degree: 2016, University of KwaZulu-Natal

 Teachers in Post-apartheid South Africa have had to deal with the restructuring of the school curriculum on several occasions. Each time changes are made; teachers… (more)

Subjects/Keywords: Curriculum change  – South Africa.; Teacher participation in curriculum planning  – South Africa.; Life sciences  – Curricula  – South Africa.; Life sciences  – Study and teaching  – South Africa.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2016). An exploration of how curriculum changes affect the emotions of life sciences teachers. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13961

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “An exploration of how curriculum changes affect the emotions of life sciences teachers. ” 2016. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/13961.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “An exploration of how curriculum changes affect the emotions of life sciences teachers. ” 2016. Web. 15 Sep 2019.

Vancouver:

author] [. An exploration of how curriculum changes affect the emotions of life sciences teachers. [Internet] [Thesis]. University of KwaZulu-Natal; 2016. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/13961.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. An exploration of how curriculum changes affect the emotions of life sciences teachers. [Thesis]. University of KwaZulu-Natal; 2016. Available from: http://hdl.handle.net/10413/13961

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

20. [No author]. Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum.

Degree: 2015, University of KwaZulu-Natal

 Political changes that have taken place in post-apartheid South Africa have contributed to several policy initiatives aimed at achieving a more democratic and unified education… (more)

Subjects/Keywords: Curriculum change  – South Africa.; Mathematics  – Curricula  – South Africa.; Mathematics teachers  – South Africa.; Mathematics  – Study and teaching  – South Africa.; Education.; Curriculum Assessment Policy Statements.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2015). Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13768

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/13768.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. ” 2015. Web. 15 Sep 2019.

Vancouver:

author] [. Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/13768.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Teacher agency within a prescribed curriculum : the case of maths teachers' experience of implementing the CAPS curriculum. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13768

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

21. Yoyo, Sindiswa. A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province.

Degree: Faculty of Education, Education, 2018, Rhodes University

 This study examines how the implementation of CAPS Life Skills curriculum training (as a recontextualising process) is engaging teachers in environmental education. The research was… (more)

Subjects/Keywords: Curriculum-based assessment; Environmental education  – South Africa; Life skills  – Study and teaching; Curriculum change  – South Africa; Career development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yoyo, S. (2018). A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/61767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yoyo, Sindiswa. “A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province.” 2018. Thesis, Rhodes University. Accessed September 15, 2019. http://hdl.handle.net/10962/61767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yoyo, Sindiswa. “A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province.” 2018. Web. 15 Sep 2019.

Vancouver:

Yoyo S. A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province. [Internet] [Thesis]. Rhodes University; 2018. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10962/61767.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yoyo S. A review of the implementation of the CAPS Life Skills curriculum training, as a recontextualising process, in engaging teachers in environmental education in two districts of the Eastern Cape Province. [Thesis]. Rhodes University; 2018. Available from: http://hdl.handle.net/10962/61767

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

22. Ngqondi, Kholisile Phillip. Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents.

Degree: Faculty of Education, 2012, Nelson Mandela Metropolitan University

 Since 1994, the educational landscape in South Africa has been subjected to on-going policy changes. The national Curriculum and Assessment Policy Statement (CAPS) which has… (more)

Subjects/Keywords: Educational change  – South Africa  – Eastern Cape; Teachers  – Training of  – South Africa  – Eastern Cape; Curriculum change  – South Africa  – Eastern Cape; Education  – Political aspects  – South Africa  – Eastern Cape

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ngqondi, K. P. (2012). Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/d1020136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ngqondi, Kholisile Phillip. “Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents.” 2012. Thesis, Nelson Mandela Metropolitan University. Accessed September 15, 2019. http://hdl.handle.net/10948/d1020136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ngqondi, Kholisile Phillip. “Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents.” 2012. Web. 15 Sep 2019.

Vancouver:

Ngqondi KP. Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/d1020136.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ngqondi KP. Educational transformation and curriculum reform: teachers' perceptions of their roles as change agents. [Thesis]. Nelson Mandela Metropolitan University; 2012. Available from: http://hdl.handle.net/10948/d1020136

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

23. Childs, Margaret Mary. Teacher adaptation of a curriculum during implementation.

Degree: Faculty of Education, 2005, Nelson Mandela Metropolitan University

 The purpose of this study is to investigate to what extent foundation phase teachers adapt Curriculum 2005. The study was guided by two research questions:… (more)

Subjects/Keywords: Curriculum change  – South Africa; Educational change  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Childs, M. M. (2005). Teacher adaptation of a curriculum during implementation. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/377

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Childs, Margaret Mary. “Teacher adaptation of a curriculum during implementation.” 2005. Thesis, Nelson Mandela Metropolitan University. Accessed September 15, 2019. http://hdl.handle.net/10948/377.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Childs, Margaret Mary. “Teacher adaptation of a curriculum during implementation.” 2005. Web. 15 Sep 2019.

Vancouver:

Childs MM. Teacher adaptation of a curriculum during implementation. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2005. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/377.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Childs MM. Teacher adaptation of a curriculum during implementation. [Thesis]. Nelson Mandela Metropolitan University; 2005. Available from: http://hdl.handle.net/10948/377

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Rhodes University

24. Tundzi, Kenneth Simphiwe Vuyisa. An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School.

Degree: Faculty of Education, Education, 2009, Rhodes University

 With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with… (more)

Subjects/Keywords: South African National Biodiversity Institute; Curriculum change  – South Africa Case studies; Environmental education  – Curricula  – South Africa  – Case studies; School gardens  – South Africa  – Case studies; Science  – Study and teaching (Secondary)  – South Africa  – Case studies; Teacher participation in curriculum planning  – South Africa  – Case studies; Educational change  – South Africa  – Case studies; Education  – South Africa  – Curricula; Education and state  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tundzi, K. S. V. (2009). An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003524

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tundzi, Kenneth Simphiwe Vuyisa. “An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School.” 2009. Thesis, Rhodes University. Accessed September 15, 2019. http://hdl.handle.net/10962/d1003524.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tundzi, Kenneth Simphiwe Vuyisa. “An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School.” 2009. Web. 15 Sep 2019.

Vancouver:

Tundzi KSV. An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School. [Internet] [Thesis]. Rhodes University; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10962/d1003524.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tundzi KSV. An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School. [Thesis]. Rhodes University; 2009. Available from: http://hdl.handle.net/10962/d1003524

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

25. [No author]. Investigating the introduction of the new FET technology curriculum : a study of three schools in Pietermaritzburg.

Degree: 2010, University of KwaZulu-Natal

 When the National Department of Education implemented the changed FET subjects in schools in 2006 Technology was introduced as one of the new subjects. The… (more)

Subjects/Keywords: Curriculum planning  – South Africa  – Pietermaritzburg.; Educational change  – South Africa  – Pietermaritzburg  – Attitudes.; Technology  – Curricula  – South Africa  – Pietermaritzburg.; Universities and colleges  – South Africa  – Pietermaritzburg  – Technology.; Education.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2010). Investigating the introduction of the new FET technology curriculum : a study of three schools in Pietermaritzburg. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/14070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “Investigating the introduction of the new FET technology curriculum : a study of three schools in Pietermaritzburg. ” 2010. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/14070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “Investigating the introduction of the new FET technology curriculum : a study of three schools in Pietermaritzburg. ” 2010. Web. 15 Sep 2019.

Vancouver:

author] [. Investigating the introduction of the new FET technology curriculum : a study of three schools in Pietermaritzburg. [Internet] [Thesis]. University of KwaZulu-Natal; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/14070.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. Investigating the introduction of the new FET technology curriculum : a study of three schools in Pietermaritzburg. [Thesis]. University of KwaZulu-Natal; 2010. Available from: http://hdl.handle.net/10413/14070

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Nelson Mandela Metropolitan University

26. Townsend, Rodwell. The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education.

Degree: Faculty of Arts, 2010, Nelson Mandela Metropolitan University

 This study examines the role of academic literacies and academic-writing practices at two diverse South African senior secondary schools and the implications that these practices… (more)

Subjects/Keywords: Literacy  – Study and teaching (Higher)  – South Africa; Information literacy  – Study and teaching (Higher)  – South Africa; Academic writing  – Study and teaching (Higher)  – South Africa; Curriculum change  – South Africa

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APA (6th Edition):

Townsend, R. (2010). The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/1125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Townsend, Rodwell. “The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education.” 2010. Thesis, Nelson Mandela Metropolitan University. Accessed September 15, 2019. http://hdl.handle.net/10948/1125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Townsend, Rodwell. “The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education.” 2010. Web. 15 Sep 2019.

Vancouver:

Townsend R. The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2010. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/1125.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Townsend R. The national curriculum statement on writing practice design for grades 11 and 12: implications for academic writing in higher education. [Thesis]. Nelson Mandela Metropolitan University; 2010. Available from: http://hdl.handle.net/10948/1125

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Johannesburg

27. Mosidi, Solomon Makobe. Environmental education in curriculum 2005 : a case study in the Northern Cape.

Degree: 2012, University of Johannesburg

M.Ed.

For many years, Environmental Education was marginalised in the school curriculum, as it was seen to belong with subjects like geography and biology. This… (more)

Subjects/Keywords: Environmental sciences - Study and teaching - South Africa - Northern Cape; Educational change - South Africa; Curriculum planning - South Africa; Competency based education - South Africa - Northern Cape

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mosidi, S. M. (2012). Environmental education in curriculum 2005 : a case study in the Northern Cape. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6235

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mosidi, Solomon Makobe. “Environmental education in curriculum 2005 : a case study in the Northern Cape.” 2012. Thesis, University of Johannesburg. Accessed September 15, 2019. http://hdl.handle.net/10210/6235.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mosidi, Solomon Makobe. “Environmental education in curriculum 2005 : a case study in the Northern Cape.” 2012. Web. 15 Sep 2019.

Vancouver:

Mosidi SM. Environmental education in curriculum 2005 : a case study in the Northern Cape. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10210/6235.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mosidi SM. Environmental education in curriculum 2005 : a case study in the Northern Cape. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6235

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Stellenbosch University

28. October, Sybill Gertrude. The principal as curriculum leader during a time of educational change.

Degree: Curriculum Studies, 2009, Stellenbosch University

Thesis (MEd (Curriculum Studies)) – University of Stellenbosch, 2009.

After the election of the new democratic government in April 1994, bold steps were taken to transform… (more)

Subjects/Keywords: Education; Dissertations  – Education; Educational change  – South Africa  – 1994-; Curriculum planning; School principals  – Professional relationships; Educational change  – South Africa; School principals  – South Africa

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

October, S. G. (2009). The principal as curriculum leader during a time of educational change. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/2692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

October, Sybill Gertrude. “The principal as curriculum leader during a time of educational change.” 2009. Thesis, Stellenbosch University. Accessed September 15, 2019. http://hdl.handle.net/10019.1/2692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

October, Sybill Gertrude. “The principal as curriculum leader during a time of educational change.” 2009. Web. 15 Sep 2019.

Vancouver:

October SG. The principal as curriculum leader during a time of educational change. [Internet] [Thesis]. Stellenbosch University; 2009. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10019.1/2692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

October SG. The principal as curriculum leader during a time of educational change. [Thesis]. Stellenbosch University; 2009. Available from: http://hdl.handle.net/10019.1/2692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Vosloo, Barend Jacobus. Designing an evaluation instrument for South African intermediate phase school textbooks.

Degree: Faculty of Education, 2004, University of Port Elizabeth

 No coherent theory about the practice of South African intermediate phase school textbook evaluation has been forthcoming since the advent of a new South African… (more)

Subjects/Keywords: Textbooks  – South Africa  – Evaluation; Curriculum change  – South Africa  – Evaluation

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Vosloo, B. J. (2004). Designing an evaluation instrument for South African intermediate phase school textbooks. (Thesis). University of Port Elizabeth. Retrieved from http://hdl.handle.net/10948/324

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Vosloo, Barend Jacobus. “Designing an evaluation instrument for South African intermediate phase school textbooks.” 2004. Thesis, University of Port Elizabeth. Accessed September 15, 2019. http://hdl.handle.net/10948/324.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Vosloo, Barend Jacobus. “Designing an evaluation instrument for South African intermediate phase school textbooks.” 2004. Web. 15 Sep 2019.

Vancouver:

Vosloo BJ. Designing an evaluation instrument for South African intermediate phase school textbooks. [Internet] [Thesis]. University of Port Elizabeth; 2004. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10948/324.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Vosloo BJ. Designing an evaluation instrument for South African intermediate phase school textbooks. [Thesis]. University of Port Elizabeth; 2004. Available from: http://hdl.handle.net/10948/324

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of KwaZulu-Natal

30. [No author]. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal.

Degree: 2015, University of KwaZulu-Natal

 The focus of this study was to investigate the contextual factors that impact on mathematics learning and how school children negotiate these factors in order… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – South Africa  – KwaZulu-Natal.; Curriculum change  – South Africa  – KwaZulu-Natal.; Education.; KwaDukuza Primary School.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

author], [. (2015). The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

author], [No. “The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. ” 2015. Thesis, University of KwaZulu-Natal. Accessed September 15, 2019. http://hdl.handle.net/10413/13807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

author], [No. “The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. ” 2015. Web. 15 Sep 2019.

Vancouver:

author] [. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2019 Sep 15]. Available from: http://hdl.handle.net/10413/13807.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

author] [. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13807

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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